Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

Chapter IV is the result of the study

VIEWS: 57 PAGES: 15

It consists of the analysis of data and the discussion of the research findings.

More Info
  • pg 1
									                                                                                        34




                                       CHAPTER IV

                            THE RESULT OF THE STUDY

       This chapter reports the information concerning with the teaching and learning

English. The researcher analyzes the data gained from the result of observation and

interview with the informants. Then, he discusses the result of the analysis in the

discussion of the findings. The comprehensive analysis is as follows:


A. The Analysis of the Data

           In this case, the writer gets the data from observation of teaching and learning

   English to the fifth year students of SDN 3 Klaten in 2011 and the results of interview

   with the informants.

   1. The Process of Teaching and Learning English

              The researcher had observed and asked about the process of teaching and

       learning English. The researcher analyzes the data concerning with the process of

       teaching and learning English. The analysis is as follows:

       a. The preparation

                  From observation and interview that had been done, the researcher

           knows about the preparation of the teacher in teaching English. Preparation of

           the teacher is indicated by preparing a lesson plan before teaching. Lesson plan

           is a plan for teacher to teach a certain material in the classroom. Based on

           observation, the researcher saw that the teacher prepared the lesson plan and

           some text books before delivering the material (Obs/ FN. 1/ 01), (Obs/ FN. 2;

           01), (Obs/ FN. 3; 01).

                   When the researcher triangulated by asking the teacher about the

           teacher’s preparation, the teacher told that the lesson plan was prepared before

           classing. She also said that syllabus was not given from Klaten regency, so she

                                                34
                                                                            35




looked for the Competence standard(SK) and Basic Competence(KD) in some

related books by herself (Intr/ FN. 4; 1).

       It is a must for all teachers to make the lesson plan in order that the

teaching and learning in class can run well. In the lesson plan the researcher

gets information about standard competence, basic competence and indicator as

the basic guidance for preparation in teaching in the classroom. In the whole

observation and interview, the researcher saw that the teacher always made the

lesson plan based on student worksheet, New Prima. The teacher said that

syllabus was not given from Klaten regency yet, so she looked for by herself

the competence standard in some books. New Prima provides the competence

standard, basic competence and indicator. They can be seen as follows:

1) Competence Standard

           In analyzing the lesson plan, the researcher saw that the teacher

   wrote the competence standard based on student worksheet. In the first

   observation, the competence standard was ungkapan kata benda (noun

   phrase) (Doc/ SW. 1;1), and competence standard based on teacher’s

   lesson plan was ungkapan kata benda (noun phrase) (Doc/ LP. 1; 1).

           In the second observation, the competence standard stated on LKS

   was Noun phrase (Doc/ SW. 1; 1), and competence standard based on

   teacher’s lesson plan was noun phrase, (Doc/ LP. 2; 1). Here, the teacher

   taught based on LKS. After delivering the material, the teacher had the

   students do the exercises in student worksheet.

           In the third observation, the competence standard stated on LKS

   was food and drink (Doc/ SW. 1; 8), and competence standard based on

   teacher’s lesson plan was food and drink, (Doc/ LP. 3; 1). Here, the teacher
                                                                         36




   taught based on LKS. After delivering the material, the teacher had the

   students do the exercises in student worksheet.

2) Basic Competence

          Based on the first observation, the basic competences stated on

   lesson plan and LKS were:

    a) Macam macam ungkapan kata benda, (the kinds of noun phrases)

       (Doc/ LP. 1/; 1), (Doc/ SW. 1; 1).

    b) Macam macam satuan untuk menyatakan frase benda,(the kinds of

       unit that state noun phrase)(Doc/ LP. 1; 2), (Doc/ SW. 1; 2).

          As the researcher explained before that the teacher taught this

   material. She taught the noun phrase based on New Prima and Kreatif

   Berbahasa Inggris.

          On the second observation the topic is noun phrase, it is the same

   with the first observation’s topic. On the third observation, the basic

   competences stated on lesson plan were:

          a) Menyebutkan macam macam makanan, (mention the kinds of

               food) (Doc/ LP. 3/; 1), (Doc/ SW. 1; 7).

          b) Menyebutkan macam macam minuman, (mention the kinds of

               drink) (Doc/ LP. 3; 2), (Doc/ SW. 1; 7).

3) Indicator

          Based on lesson plan part one, the indictors stated were:

        a) Siswamampu mengungkapkan macam macam kata benda dalam

           bahasa Inggris dengan benar (the students are able to mention the

           kinds of noun phrase correctly) (Doc/ LP. 1; 2)

        b) Siswa mampu menerapkan macam macam satuan dalam

           menyatakan frasa benda dalam bahasa Inggris dengan benar, (the
                                                                               37




              students are able to apply the kinds of unit that express noun

              phrase correctly) (Doc/ LP. 1; 2)

             The data above were triangulated with the observation. The teacher

      taught the material compatible with lesson plan.

             In the second lesson plan, the indicator is the same with the first

      observation, because the teacher discussed noun phrase.

             When triangulated with the second observation, the teacher taught

      the material based on the teacher’s lesson plan and LKS New Prima.

             In the third lesson plan, the indicators stated were;

             a) Siswa mampu menyebutkan macam macam makanan, (the

                  students are able to mention the kinds of food) (Doc/ LP. 3; 1),

                  (Doc/ SW. 1; 8).

             b) Siswa mampu menyebutkan macam macam minuman, (the

                  students are able to mention the kinds of food)(Doc/ LP. 3; 2),

                  (Doc/ SW. 1; 9).

             When triangulated with the third observation, the teacher taught the

      material based on lesson plan.

b. The Material

          The materials used by the teacher to teach English to the fifth-year-

   students of SDN 3 Klaten were noun phrase, food and drink. Based on the first

   observation, the materials were taken from New Prima book and Kreatif

   Berbahasa Inggris book. Mrs. Handari said that the material was given for the

   fifth grade because she matched the materials with the competence standard,

   basic competence and instruction on New Prima book. Besides that, noun

   phrase was a simple pattern of English grammar. So, the students could learn

   grammar by learning noun phrase (Intr/ FN. 4; 8), (Obs/ FN. 1; 3), (Doc/ MT.
                                                                                 38




   1; 1).When triangulated with the interview, the researcher also asked to the

   students about the English material that had been done. They answered that

   they had learned about noun phrase (Intr/ FN. 5; 4).

          Based on the second observation, the teacher taught about noun phrase.

   That material given was based on student worksheet named New Prima, page

   10 (Obs/ FN. 2; 2), (Doc / SW. 2; 5). That book was based on school-based

   curriculum and it was for the fifth grade of SD/ MI. Here, the teacher allowed

   the students to use the supported books and the dictionary. When the researcher

   triangulated with the observation, the students usually used the dictionary in

   answering the questions (Intr/ FN. 4; 9), (Intr/ FN. 5; 5).

c. The Activities in Teaching and Learning English

          From the observation and lesson plan, the activities in teaching and

   learning English to the fifth year students covered the three general activities

   (Doc/ LP.1; 5), (Doc/ LP. 2; 5)(Doc/ LP. 3; 5). The researcher analyzes it as

   follows:

   1) Opening Activities

              The first observation shows that the teacher usually greeted the

      students by saying Good morning. And also the teacher led the class to pray

      before starting the lesson. The teacher also asked about the student’s

      condition by saying how are you my students? The students happily

      answered. Besides that, the teacher also asked the students’ presence. All

      those activities naturally happened on the second observation, where the

      teacher greeted and asked about students’ condition. (Obs/ FN. 1;1), (Obs/

      FN. 2; 1), (Obs/ FN. 3; 1).

              The teacher delivered the material and explained the objective of

      that. Here, the teacher tried to persuade the students to connect the material
                                                                             39




   with daily life or certain context (Obs/ FN. 2; 2), (Obs/ FN. 3; 2). The

   teacher did a questioning related to the material, so the students got the

   background knowledge (Obs/ FN. 2;3),(Obs/ FN. 3; 2).

          When triangulated with interview, The teacher also explained about

   the teaching and learning activity that generally involved with introduction

   or opening activity, main activity and closing activity (Doc/ LP.1; 5), (Doc/

   LP. 2; 5)(Doc/ LP. 3; 5).

2) Main Activities

          Based on the observation, interview, and the documents, the main

   activities of teaching and learning English to the fifth-year-students were

   conducted with several activities as follows:

          When the teacher was being interviewed, she just said that she did

   much more repetition. She also gave the educational game like jumbled

   word in order that the students could be motivated in understanding the

   material (Intr/ FN. 4; 2). The students were required to do the exercise

   given by the teacher on student worksheet. In the first observation, the

   teacher delivered the material that she had made and explained the

   objective of that (Obs/ FN. 1; 3).

          In exercise, there were kinds of exercises which emphasized the

   written and oral form. In the first meeting the students were required to

   mention the kinds of noun and uncountable noun (Obs/ FN. 1; 4). The

   second meeting consisted of 21 words; the students were required to make

   sentences by using noun phrase (Obs/ FN. 2/ 4). The last meeting was a

   task about the kinds of food and drinks (Obs/ FN. 3/ 4). The instruction

   was “Please mention your favorite food and drinks you like!”
                                                                           40




         The teacher examined the students’ work by walking around the

class (Obs/ FN. 1; 6), (Obs/ FN. 2/ 6), (Obs/ FN. 2/ 6). She corrected if

some students went wrong. The teacher came in front of the class to check

the exercises together with the students. The atmosphere of teaching and

learning in the fifth year students began attractive (Obs/ FN. 1/ 5), (Obs/

FN. 2/ 5) (Obs/ FN. 2/ 5).

         For examining the students’ comprehension, the teacher chose some

of the students to answer her question related to the material that day (Obs/

FN. 1/ 5),(Obs/ FN. 2/ 4),(Obs/ FN. 3/ 3). This activity was done many

times.

         For the second observation, the teacher also gave the drilling. She

had the students do the exercise on student worksheet (LKS) named New

Prima, page 10(Obs/ FN. 2/ 4), (Doc/ SW. 1/ 5). This book was based on

school-based curriculum and it was for the fifth grade of SD/ MI. On that

page, there was a material that would be learned, it was about noun phrase

in interrogative sentences (Obs/ SW. 2/ 5). The teacher firstly gave the

example of interrogative sentences (Obs/ FN. 2/ 3).

         Besides noun phrase, the teacher also taught the simple grammar in

order to make the students able to build correct sentences (Obs/ FN. 2; 4).

The teacher wrote the simple sentence on the blackboard, and then she

identified it grammatically, so the students knew the pattern of singular and

plural (Obs/ FN. 2; 4 ).

         Like the previous teaching, the teacher also used pictures as a media

in teaching English (Obs/ FN. 1; 4), (Obs/ FN. 2; 5),(Obs/ FN. 3; 4). It

was hoped that the students were attracted to the lesson and the students

didn’t feel bored.
                                                                                41




            The teacher continued discussing (Obs/ FN. 2;5),(Obs/ FN. 3;

     5).By discussing the materials, the students were more active in teaching

     learning process. The teacher and the students cooperatively discussed that

     exercise (Obs/ FN. 1; 5), (Obs/ FN. 2; 3), (Obs/ FN. 3; 4).

  3) Closing Activities

            Finally, to give evaluation to the students, the teacher gave some

     test (Obs/ FN. 1; 6), (Obs/ FN. 2; 7),(Obs/ FN. 3; 7).When the researcher

     did an interview with the teacher, she said that she often gave the students

     homework and it would be an assessment (Intr/ FN. 4; 12), (Obs/ FN. 3;

     7). Beside homework, the teacher took the assessment from daily exercise,

     mid-term or final term and spontaneous test (
								
To top